Results over time

Progress scores are not directly comparable between years because of changes in the distribution of scores. This means we have to adjust the thresholds for the progress bandings each year. However, a change in a school's progress banding is indicative of a change in its performance. For example, a school that had a progress banding of 'average' in 2016 and 'above average' in 2017 is likely to have improved the progress made with its pupils. This measure was ﬁrst recorded in 2016.

Progress scores are not directly comparable between years because of changes in the distribution of scores. This means we have to adjust the thresholds for the progress bandings each year. However, a change in a school's progress banding is indicative of a change in its performance. For example, a school that had a progress banding of 'average' in 2016 and 'above average' in 2017 is likely to have improved the progress made with its pupils. This measure was ﬁrst recorded in 2016.

Progress scores are not directly comparable between years because of changes in the distribution of scores. This means we have to adjust the thresholds for the progress bandings each year. However, a change in a school's progress banding is indicative of a change in its performance. For example, a school that had a progress banding of 'average' in 2016 and 'above average' in 2017 is likely to have improved the progress made with its pupils. This measure was ﬁrst recorded in 2016.

Results by pupil characteristics

Evidence shows that, overall, performance of disadvantaged pupils is lower than that of other pupils. This data indicates how well a school does at tackling this difference. Disadvantaged pupils are those who were eligible for free school meals at any time during the last 6 years and children looked after (in the care of the local authority for a day or more or who have been adopted from care).

School disadvantaged pupils

Local authority other (non-disadvantaged) pupils

England state-funded schools other (non-disadvantaged) pupils

Progress in reading (score, description and confidence intervals)

-1.8(-4.1 to 0.5)

0.5(0.3 to 0.7)

0.3(0 to 0)

Progress in writing (score, description and confidence intervals)

-2(-4.2 to 0.2)

0.2(0 to 0.4)

0.2(0 to 0)

Progress in maths (score, description and confidence intervals)

-2.7(-4.8 to -0.6)

0.6(0.5 to 0.7)

0.3(0 to 0)

Percentage of pupils meeting the expected standard in reading, writing and maths

22%

70%

70%

Percentage of pupils achieving a high standard in reading, writing and maths

Prior attainment is the attainment level of a pupil at the end of the previous key stage - key stage 1 opens a popup . These figures indicate how well a school helps all of its pupils to meet their potential. Low prior attainers achieved an average point score of below 12. Middle prior attainers achieved an average point score of 12 or higher and below 18. High prior attainers achieved an average point score of 18 or higher. Pupils without key stage 1 results are not included in these figures. Read more about average point scores.

About this data

LOWCOV = Low coverage: shown for the ‘value added’ measure and coverage indicator where schools have less than 50% of pupils included in calculation of the measure

NA = Not applicable: figures are either not available for the year in question, or the data field is not applicable to the school or college

NE = No entries: the school or college did not enter any pupils or students for the qualifications covered by the measure

NEW = New school or college

NP = Not published: for example, we do not publish Progress 8 data for independent schools and independent special schools, or breakdowns by disadvantaged and other pupils for independent schools, independent special schools and non-maintained special schools

SP = Small percentage: the number is between 0% and 0.5%

SUPP = Suppressed: In certain circumstances we will suppress an establishment's data. This is usually when there are 5 or fewer pupils or students covered by the measure (10 in the case of destination measures). We avoid making these figures public to protect individual privacy. We may also suppress data on a case-by-case basis.

Pupil absence in 2017/2018

Absence data covers pupils aged 5 to 15 on 31 August 2017, and is for the full 2017/2018 academic year including the second half of the summer term. For schools that opened or closed part way through this period, the absence information will be based on a shorter period.
See the absence statistics guide opens in a new window for more information on how we collect and report absence figures.

The percentage of pupils missing 10% or more of the mornings or afternoons they could attend, meaning that if a pupil’s overall rate of absence is 10% or higher across the full academic year they will be classified as persistently absent.

17%

8.7%

Pupil population in 2017/2018

The figures below are for the 2017/2018 academic year. This is the latest year for which performance results have been published.

School

National

Total number of pupils on roll (all ages)

463

5035029

Girls on roll

48.2%

48.7%

Boys on roll

51.8%

51.3%

Pupils with a statement of special educational needs (SEN) or education, health and care (EHC) plan

1.1%

3.1%

SEN Support

17.3%

12.2%

Pupils whose first language is not English

11.9%

21.3%

Pupils eligible for free school meals at any time during the past 6 years

59.8%

24.3%

About this data

You should be cautious comparing absence figures over time, as full academic year absence figures are only available
for 2013 to 2014 onwards. In previous years absence data was based on the autumn and spring terms only.

This is the ratio of the FTE number of pupils and the FTE number of all teachers in the school. This is a change from previous years to better reflect the numbers of teaching staff in the school and the class sizes they managed.

This is the mean FTE gross salary of all teachers with a contract of one month or longer working in the school. This is a change from previous years to include part-time and unqualified teachers which better reflects average teacher salary.

This is the actual number of all full & part-time teaching assistants (inc. higher level teaching assistants and other staff employed to provide classroom support) with a contract of one month or longer working in the school

This is the full-time equivalent number of all teaching assistants (inc. higher level teaching assistants and other staff employed to provide classroom support) with a contract of one month or longer working in the school

This is the actual number of all full & part-time school support staff (eg bursars, secretaries, IT technicians etc) with a contract of one month or longer working in the school. It excludes auxiliary staff such as premises staff and catering staff

This is the full-time equivalent number of all school support staff (eg bursars, secretaries, IT technicians etc) with a contract of one month or longer working in the school. It excludes auxiliary staff such as premises staff and catering staff

Data was collected from local authority maintained nursery schools, primary schools, secondary schools, special schools as well as
city technology colleges, academies (including free schools) and pupil referral units.

The census covered all teachers with a contract of 28 days or more, as well as all teaching assistants and other support staff members
employed directly by the school. It did not collect data from direct grant nurseries, independent schools, non-maintained special and general hospital schools.

Download financial data

Funding agreements set out how each academy is financed on an annual basis. Some academies have a single agreement, others may have extra documents such as supplementary funding agreements, deeds of variation and Church supplementary agreements.

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